Del i serien Emerging Perspectives on Education in China

Implementation of Inclusive Education in Beijing

Exorcizing the Haunting Specter of Meritocracy

Inbunden, Engelska, 2014

1 629 kr

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The education implementation process in China remains uncharted by researchers. The Implementation of Inclusive Education in Beijing: Exorcizing the Haunting Specter of Meritocracy puts forth a general theory on China’s education programs, encompassing policy processes, actions, and interactions and grounded on the views of street-level bureaucrats in China. Kai Yu investigates these processes and presents teachers’ reflections on the change process, as well as implementation stories from four Beijing schools. He reports on their attitudes, their beliefs, and their pedagogical practices for implementing the innovative education program. Yu argues that the imperatives of meritocratic ideology have undermined the detracking policy and its practice. The strength of a program of change rests not so much on the power of the ideas, purposes, and values as on the reinterpretation of the implementers based on their personal understandings of institution and practice.

Produktinformation

Utgivningsdatum2014-02-27
Mått157 x 237 x 18 mm
Vikt404 g
FormatInbunden
SpråkEngelska
SerieEmerging Perspectives on Education in China
Antal sidor178
FörlagBloomsbury Publishing Plc
ISBN9780739146989

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Professor Kai Yu richly elucidates this matter in a qualitative study that focuses on the dynamics of school reform in modern Beijing. He effectively employs the conceptualization of the 'street level bureaucrat' whose decisions affect what is and what is not realized. This conceptualization, which came out of examining the implementation of special education reform in one state in the United States over 40 years ago, proves to be equally useful in understanding why central goals for inclusive child-focused education in China and more specifically in Beijing have only been partially realized. . . .[I]t is an important book that nuances what we are learning about school change and deepens our understanding of how capacity, ideology, and local power limit the ability of central authorities to change schools.